Within the framework of statistical learning, many behavioural studies investigated the processing of unpredicted events. However, surprisingly few neurophysiological studies are available on this topic, and no statistical learning experiment has investigated electroencephalographic (EEG) correlates of processing events with different transition probabilities. We carried out an EEG study with a novel variant of the established statistical learning paradigm. Timbres were presented in isochronous sequences of triplets. The first two sounds of all triplets were equiprobable, while the third sound occurred with either low (10%), intermediate (30%), or high (60%) probability. Thus, the occurrence probability of the third item of each triplet (given the first two items) was varied. Compared to high-probability triplet endings, endings with low and intermediate probability elicited an early anterior negativity that had an onset around 100 ms and was maximal at around 180 ms. This effect was larger for events with low than for events with intermediate probability. Our results reveal that, when predictions are based on statistical learning, events that do not match a prediction evoke an early anterior negativity, with the amplitude of this mismatch response being inversely related to the probability of such events. Thus, we report a statistical mismatch negativity (sMMN) that reflects statistical learning of transitional probability distributions that go beyond auditory sensory memory capabilities.

The Language ENvironment Analysis system (LENA™) automatically analyzes the natural sound environments of children. Among other things, it estimates the amounts of adult words (AWC), child vocalizations (CV), conversational turns (CT), and electronic media (TV) that a child is exposed to. To assess LENA's reliability, we compared it to manual transcription. Specifically, we calculated the correlation and agreement between the LENA estimates and manual counts for 48 five-min audio samples. These samples were selected from eight day-long recordings of six Dutch-speaking children (ages 2-5). The correlations were strong for AWC, r =  . 87, and CV, r =  . 77, and comparatively low for CT, r =  . 52, and TV, r =  . 50. However, the agreement analysis revealed a constant bias in AWC counts, and proportional biases for CV and CT (i.e., the bias varied with the values for CV and CT). Agreement for detecting electronic media was poor. Moreover, the limits of agreement were wide for all four metrics. That is, the differences between LENA and the manual transcriptions for individual audio samples varied widely around the mean difference. This variation could indicate that LENA was affected by differences between the samples that did not equally affect the human transcribers. The disagreements and biases cast doubt on the comparability of LENA measurements across families and time, which is crucial for using LENA in research. Our sample is too small to conclude within which limits LENA's measurements are comparable, but it seems advisable to be cautious of factors that could systematically bias LENA's performance and thereby create confounds.

Regardless of their age, people with CIs face challenging acoustical environments in their daily life. Our results underline the importance of supporting them with assistive listening technology. Moreover, we found large differences between individuals' auditory diets that might contribute to differences in rehabilitation outcomes. Their causes and effects should be investigated further.

Objectives: This longitudinal study followed the language development of children who received the combination of early (5 to 18 months) and simultaneous bilateral cochlear implants (CIs) throughout the first 6 years after implantation. It examined the trajectories of their language development and identified factors associated with language outcomes. Design: Participants were 21 Norwegian children who received bilateral CIs between the ages of 5 and 18 mo and 21 children with normal hearing (NH) who were matched to the children with CIs on age, sex, and maternal education. The language skills of these two groups were compared at 10 time points (3, 6, 9, 12, 18, 24, 36, 48, 60, and 72 months after implantation) using parent reports and standardized measures of general language skills, vocabulary, and grammar. In addition, assessments were made of the effects of age at CI activation, speech recognition abilities, and mothers’ education on language outcomes 6 years after implantation. Results: During the first 4 years after implantation, the gap in general expressive and receptive language abilities between children with CIs and children with NH gradually closed. While at the initial five to six assessments (3 to 36 months after implantation), significant differences between children with CIs and children with NH were observed; at 4 years after implantation, there were no longer any significant group differences in general language skills and most children with CIs achieved scores within 1 SD of the tests’ normative means. From 2 to 3 years after implantation onward, expressive vocabulary and receptive grammar skills of children with CIs were similar to those of the reference group. However, from 4 years after implantation until the end of the observation period, 6 years after implantation, expressive grammar skills of children with CIs were lower than those of children with NH. In addition, a gap in receptive vocabulary appeared and grew increasingly larger from 4 to 6 years postimplantation. At the final assessment, the children with CIs had an average receptive vocabulary score around 1 SD below the normative mean. Regression analysis indicated that the children’s language outcomes at 6 years after implantation were related to their speech recognition skills, age at CI activation, and maternal education. Conclusions: In the first 4 years after implantation, the language performance of children with CIs became increasingly similar to that of their NH peers. However, between 4 and 6 years after implantation, there were indications of challenges with certain aspects of language, specifically receptive vocabulary and expressive grammar. Because these challenges first appeared after the 4-year assessment, the findings underline the importance of long-term language intervention to increase the chances of a continued language development comparable to that of NH peers. They also indicate that there is a need for com...

Objectives. The data logs of Cochlear™ Nucleus® cochlear implant (CI) sound processors show large interindividual variation in children's daily CI use and auditory environments.This study explored whether these differences are associated with differences in the receptive vocabulary of young implanted children.Design. Data of 52 prelingually deaf children, who had received a CI before three years of age, were obtained from their clinical records. In total, 73 Peabody Picture Vocabulary Tests (PPVT) and CI data logs for one year preceding each test were collected. The data logs were used to determine the children's average daily amount of CI use and exposure to speech, speech in noise, noise, music, and quiet. Additionally, information was collected about other potential predictors of language abilities, namely gender, age, age at implantation, etiology of deafness, educational placement, and implantation mode (unilateral, bilateral). Model selection with Akaike's information criterion was used to determine which data-logging metrics, other variables, and combinations of both best predict receptive vocabulary scores.Results. The data showed a strong positive association between receptive vocabulary and daily CI use, and a negative association between receptive vocabulary and daily exposure to music. Associations with the data logs' speech and noise metrics were less clear. The most important other variable was educational placement. The best model performance was achieved when data logs and other information were combined. Conclusions.The results emphasize the importance of consistent CI use and a rich auditory environment for the early language development of young CI users. The study also CI DATA LOGS PREDICT CHILDREN'S VOCABULARY \ shows that CI data logs capture information about children's environment and CI use that are related to language performance and can help to detect and address problems and improve their auditory rehabilitation. CI DATA LOGS PREDICT CHILDREN'S VOCABULARY _ Cochlear Implant Data Logs Predict Children's Receptive Vocabulary Worldwide, around 215,000 children with profound hearing loss (HL) use a cochlear implant (CI) to access their auditory environment (Cochlear Ltd., 2017). These children can achieve spoken language outcomes on par with their normal hearing (NH) peers, but their performance scores show large interindividual variation, and not all children with CIs reach age-adequate language levels (Kral, Kronenberger, Pisoni, & O'Donoghue, 2016; van Wieringen & Wouters, 2015). Some variation in the performance of children who use a CI or hearing aid (HA) can be explained by environmental factors (Houston et al., 2012;